Kanu, Yatta and Glor, Mark. (2006). ‘Currere’ to the rescue? Teachers as ‘amateur intellectuals; in a knowledge society. Journal of the Canadian Association for Curriculum Studies, 4(2), 101-122. In order to make the educational setting an ideal place for student learning, teachers need to have the desire for change. They need to be vocal participants in the educational forum and act as sceptics of current social trends. This is where the need for professional development arises. As lifelong learners, teachers need to actively participate in the current issues, reflect on the past experiences, and bring about the change for a better educational system. Kanu and Glor (2006) suggest that “teachers, as private and public intellectuals in a complex and fast-changing knowledge society, must learn to teach in ways they were not taught, commit to continuous learning and reflection, and work and learn both alone and in professional teams where they can raise moral questions about practice and access knowledge from the collective intelligence of the team” (103). According to Kanu and Glor (2006), the process of ‘currere’ is reflecting and telling stories of educational experience. They suggest that there are four moments of reflective experience. 1.Regression-returning to the past 2.Progression-looking toward what is not yet present and imagining possible futures 3.Analysis-analyzing how the past and future are connected 4.Synthesis-interrogating the meaning of the lived present
*The key is to understand and act upon the past in an attempt to make future transformations, change, and eventual growth.
The authors describe the transformative potential of autobiography/biography in two ways.
1.Narrative knowing-occurs through reflection of personal experience through storytelling
2.Paradigmatic knowing-created through scientific inquiry
It is through narratives that teachers improve their teaching strategies. Therefore, using narratives is vital in teacher success. Wwithin ‘currere’ more focus is placed on narrative knowing versus scientific knowing.
Rationale for ‘currere”
People have the capacity to shape and change social forces as long as they become active participants in the struggle. Thus, Kanu and Glor (2006) propose that “[b]y uncovering biographies there can be an empowerment and a movement away from cultural authority and cultural reproduction” (106). Challenging dominant ideology is crucial.
According to the authors, successful ‘Currere’ involves: 1.Past reflection 2.Understanding the past for the future success 3.Engage in self-examination through the process of “telling and living, re-telling and reliving the meanings and significances of personal his(her)stories” 4.Detaching oneself from the past and practice and imagine a possible different future 5.Enter into collaborative dialogue of engage in successful reflection
Thought provoking quote:
“Teachers need to become learners of themselves and start to ask questions of themselves” (Kanu and Glor, 2006: 110).
Discussion question: In what ways can teachers become “learners of themselves”? How will this impact the setting where they are situated within education?
Glossary
Currere-process of reflection through an autobiography/biography
Four steps in reflective experience: 1.Regression-returning to the past 2.Progression-looking toward what is not yet present and imagining possible futures 3.Analysis-analyzing how the past and future are connected 4.Synthesis-interrogating the meaning of the lived present
2 types of knowing: 1.Narrative knowing-occurs through reflection of personal experience through storytelling
2.Paradigmatic knowing-created through scientific inquiry
About the authors: 1. Yatta Kanu majored in History and English at Fourah Bay College, University of Sierra Leone, from where she graduated with a BA degree and a Diploma in Education. She taught History and English for twelve years at the Methodist Boys' High School before pursuing graduate studies in Education (M.Ed.Sierra Leone), Social Studies (Leeds, UK), Applied English Linguistics (Birmingham, UK), and Curriculum Studies (Ph. D., Alberta, Canada). She has taught in Sierra Leone, Pakistan, and USA. She now teaches courses in curriculum studies, history, social studies, and action research in the Faculty of Education, University of Manitoba. Areas of Specialization: **
Curriculum studies
History
Social studies
Qualitative research methods
Research Interests:
Curriculum, culture, and student learning
Educational acess and equity for minority students
Teacher education; International education
History and Social studies education
2. Mark Glor earned an education degree from the University of Manitoba in 1993 and began teaching in Christian Education. He has taught the past ten years at Linden Christian School and currently instructs high school social studies. Mr. Glor has completed his Master’s of Education in Curriculum and Instruction at the University of Manitoba, and has won numerous awards for teaching social studies. In addition to teaching Mr. Glor coaches Volleyball and has won the AAA coaching award for 2004.
In order to make the educational setting an ideal place for student learning, teachers need to have the desire for change. They need to be vocal participants in the educational forum and act as sceptics of current social trends. This is where the need for professional development arises. As lifelong learners, teachers need to actively participate in the current issues, reflect on the past experiences, and bring about the change for a better educational system. Kanu and Glor (2006) suggest that “teachers, as private and public intellectuals in a complex and fast-changing knowledge society, must learn to teach in ways they were not taught, commit to continuous learning and reflection, and work and learn both alone and in professional teams where they can raise moral questions about practice and access knowledge from the collective intelligence of the team” (103).
According to Kanu and Glor (2006), the process of ‘currere’ is reflecting and telling stories of educational experience. They suggest that there are four moments of reflective experience.
1. Regression-returning to the past
2. Progression-looking toward what is not yet present and imagining possible futures
3. Analysis-analyzing how the past and future are connected
4. Synthesis-interrogating the meaning of the lived present
*The key is to understand and act upon the past in an attempt to make future transformations, change, and eventual growth.
The authors describe the transformative potential of autobiography/biography in two ways.
1. Narrative knowing-occurs through reflection of personal experience through storytelling
2. Paradigmatic knowing-created through scientific inquiry
It is through narratives that teachers improve their teaching strategies. Therefore, using narratives is vital in teacher success. Wwithin ‘currere’ more focus is placed on narrative knowing versus scientific knowing.
Rationale for ‘currere”
People have the capacity to shape and change social forces as long as they become active participants in the struggle. Thus, Kanu and Glor (2006) propose that “[b]y uncovering biographies there can be an empowerment and a movement away from cultural authority and cultural reproduction” (106). Challenging dominant ideology is crucial.
According to the authors, successful ‘Currere’ involves:
1. Past reflection
2. Understanding the past for the future success
3. Engage in self-examination through the process of “telling and living, re-telling and reliving the meanings and significances of personal his(her)stories”
4. Detaching oneself from the past and practice and imagine a possible different future
5. Enter into collaborative dialogue of engage in successful reflection
Thought provoking quote:
“Teachers need to become learners of themselves and start to ask questions of themselves” (Kanu and Glor, 2006: 110).
Discussion question: In what ways can teachers become “learners of themselves”? How will this impact the setting where they are situated within education?
Glossary
Currere-process of reflection through an autobiography/biography
Four steps in reflective experience:
1. Regression-returning to the past
2. Progression-looking toward what is not yet present and imagining possible futures
3. Analysis-analyzing how the past and future are connected
4. Synthesis-interrogating the meaning of the lived present
2 types of knowing:
1. Narrative knowing-occurs through reflection of personal experience through storytelling
2. Paradigmatic knowing-created through scientific inquiry
About the authors:
1. Yatta Kanu majored in History and English at Fourah Bay College, University of Sierra Leone, from where she graduated with a BA degree and a Diploma in Education. She taught History and English for twelve years at the Methodist Boys' High School before pursuing graduate studies in Education (M.Ed.Sierra Leone), Social Studies (Leeds, UK), Applied English Linguistics (Birmingham, UK), and Curriculum Studies (Ph. D., Alberta, Canada). She has taught in Sierra Leone, Pakistan, and USA. She now teaches courses in curriculum studies, history, social studies, and action research in the Faculty of Education, University of Manitoba.
Areas of Specialization: **
- Curriculum studies
- History
- Social studies
- Qualitative research methods
Research Interests:2. Mark Glor earned an education degree from the University of Manitoba in 1993 and began teaching in Christian Education. He has taught the past ten years at Linden Christian School and currently instructs high school social studies. Mr. Glor has completed his Master’s of Education in Curriculum and Instruction at the University of Manitoba, and has won numerous awards for teaching social studies. In addition to teaching Mr. Glor coaches Volleyball and has won the AAA coaching award for 2004.